Federal Terrace Elementary School
Transforming the Culture of Collaboration
To better address the growing need for enhanced support in eligible school districts, CCEE launched an application process for its Intensive Assistance Model Project in 2022-2023. A select group of qualified districts and schools identified “Professional Learning Communities at Work” (PLC at Work®) by Solution Tree as a prospective service provider to address specific requirements on collaborating, coaching, meaning-making, and common formative assessments. This Spotlight highlights the story of a district that participated in implementing, deepening, and sustaining the PLC at Work® process. Learn more about the Intensive Assistance Model Project on CCEE’s website.
Federal Terrace Elementary School, located within Vallejo City Unified School District (VCUSD), initiated a substantial effort driven by the need to improve student outcomes and tackle identified challenges through the district's collaboration with CCEE. VCUSD, having entered direct technical assistance in 2018 under AB 1840 amid a restructuring of support for districts with outstanding state loans, identified Federal Terrace Elementary School to receive such support. Now under District Technical Assistance (DTA), the district confronted the pressing task of elevating three or more student groups that fell short of LCFF priorities for three out of four years.
Within the framework of DTA, VCUSD participated in Cohort I of CCEE's 2022-2023 Intensive Assistance Model (IAM) Project, aimed at the ambitious goal of constructing a model school within the district. Federal Terrace Elementary emerged as a focal point in this endeavor, chosen strategically to receive support. Recognizing the pressing need for cohesive collaboration among staff, the decision to engage with IAM was motivated by the overarching mission to not only meet immediate instructional challenges but also to foster a sustainable culture of continuous improvement.
Through the IAM project, Federal Terrace Elementary partnered with Solution Tree to implement the PLC at Work® process, emphasizing three crucial pillars:
focus on learning for both students and adults,
creating a collaborative culture, and
a focus on student results.
The comprehensive support provided to the school included a meticulous needs assessment, subsequent action planning, intensive training, and ongoing coaching. As Federal Terrace Elementary progressed through the initial year of this collaborative effort, tangible shifts in mindset and an observable transformation in the overall school culture became evident. The commitment to strengthening collaboration through the PLC framework not only addressed the immediate goal of improved staff collaboration but also aligned seamlessly with VCUSD’s broader mission of educational excellence.
The Foundational Work Behind Impactful Collaboration
Federal Terrace Elementary School took a critical first step by conducting a comprehensive needs assessment. This assessment, encompassing the perspectives of staff, teachers, and students, provided a data-driven foundation upon which to build their collaborative efforts. Through this data, they collaboratively identified key goals and objectives, ensuring that their efforts would be targeted and impactful, as well as fostering a sense of shared responsibility and empowerment.
To further fortify their commitment to improvement, Federal Terrace Elementary School established a guiding coalition (i.e., site leadership/design team), bringing together a team of six site and district leaders that represented all grades and subjects (PACE report, pg. 6). This coalition operates within the framework of the Intensive Assistance Model, overseeing the transformative process as well as communicating the work to all staff. The guiding coalition convened regularly to identify crucial standards, create unit plans and common formative assessments, analyze student outcomes, exchange instructional strategies, and pinpoint students requiring intervention.
and 6 essential characteristics
Committing to a Shared Vision
Recognizing the overwhelming demands placed on teachers and the potential resistance to new programs or approaches, the school made a commitment to provide dedicated collaboration time during the regular school day focused on answering the four critical questions (see image). This protected time, where even the principal stepped in to substitute for classes when necessary, allowed teachers to engage in valuable learning and planning sessions without the need to stay after school or come in earlier. This act of goodwill not only demonstrated the school's commitment to the cause but also alleviated some of the burdens placed on teachers and set the foundation for their collaborative work.
Equally important was identifying a shared vision. The guiding coalition actively collaborated with teachers to define goals that were challenging yet achievable, and ensured that every voice was heard and every perspective valued. This collaborative approach created a sense of ownership and unity, making it more likely for teachers to embrace the change.
In the pursuit of sustainable transformation, Federal Terrace Elementary School also emphasized the importance of unlearning and relearning. The staff embraced the idea that it's necessary to challenge preconceived notions about collaboration and what it means to be a part of a PLC. This open-mindedness and adaptability were essential in fostering a culture of continuous improvement and collaboration.
Effective Collaboration Time for Deep Data Dives
A defining moment for Federal Terrace was when teachers shifted from utilizing their PLC time for lesson planning to a focus on student data and data-driven discussions. During these sessions, teachers brought diverse sets of student data, encompassing various data points corresponding to their roles, such as attendance records, social-emotional data, state or district assessment data, and common formative assessments. The purpose was to collaboratively identify goals, progress monitor, and problem-solve with colleagues to better respond to students' needs.
Armed with a clear vision of what needed to be achieved, teachers enhanced their capacity to make data-informed decisions, ultimately aiming to improve student outcomes. This guidance began to cultivate a culture of independence among staff, as teachers and their PLC developed increased proficiency in conducting data discussions, setting goals, and making decisions based on insights gleaned from assessments.
Federal Terrace Elementary School's commitment to data-driven decision-making not only resulted in improved student performance but also fostered a sense of professional growth and empowerment among its staff.
Sustainability Efforts
As Federal Terrace Elementary School enters the second year of the three-year IAM project, sustainability efforts are a priority for the school. The Guiding Coalition continues to maintain a strong feedback loop with teachers, including conducting surveys to gather valuable insights from educators multiple times a year (beginning and end of year?). This feedback helps the guiding coalition track progress so staff can fine-tune their strategies and ensure that needs and concerns are addressed efficiently.
Moreover, Federal Terrace Elementary School places a significant emphasis on continuous communication between their staff and the Guiding Coalition. This open dialogue facilitates the identification of powerful practices and the rapid resolution of any issues that may arise. By leveraging the collective expertise of their school community, they not only identify solutions but also celebrate successes.
FT Progress Report.pdfLessons Learned
While the initial steps might have appeared daunting, the school can now see the fruits of their labor and the immense value of the collaboration fostered through their PLC. One crucial lesson learned was the importance of robust communication. Not only did the staff within the school need to communicate effectively, but the school also recognized the significance of cross-departmental communication, involving the superintendent and human resources.
Perhaps one of the most significant realizations for Federal Terrace Elementary School was the role of discomfort in growth. They discovered that embracing the discomfort of change and innovation was a powerful catalyst for achieving challenging objectives. Federal Terrace Elementary School's experiences offer a compelling narrative of transformation, emphasizing the profound impact of collaboration and communication by grounding their efforts in research, educational standards, and the collective strength of their community.
Learn More About Federal Terrace's Partners
Solution Tree is a national professional development service provider that created and helps to implement the PLC at Work® model.
Meet the Team
Marisa Carbonell
Principal of Federal Terrace Elementary
Marie Muscolino Henton
Teacher Leader
Katie Vevoda
1st Grade Teacher
Diane Janes
2nd Grade Teacher